A Review of Urban Planning in Tallinn, Estonia
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Strategy and Geopolitics of Sea Power Throughout History
Baltic Security & Defence Review Volume 11, Issue 2, 2009 Strategy and Geopolitics of Sea Power throughout History By Ilias Iliopoulos PhD, Professor at the Hellenic Staff College The great master of naval strategy and geopolitics Rear-Admiral Alfred Thayer Mahan famously stated: “Control of the sea by maritime commerce and naval supremacy means predominant influence in the world … (and) is the chief among the merely material elements in the power and prosperity of nations.”1 Some three centuries before Mahan, H. M.’s Servant Sir Walter Raleigh held that “he that commands the sea, commands the trade, and he that is lord of the trade of the world is lord of the wealth of the world.”2 Accordingly, it may be said that even the final collapse of the essentially un-maritime and land-bound Soviet empire at the end of the long 20th century was simply the latest illustration of the strategic advantages of sea power. Like most realist strategists Mahan believed that international politics was mainly a struggle over who gets what, when and how. The struggle could be about territory, resources, political influence, economic advantage or normative interests (values). The contestants were the leaders of traditional nation-states; military and naval forces were their chief instrument of policy. Obviously, sea power is about naval forces – and coastguards, marine or civil-maritime industries and, where relevant, the contribution of land and air forces. Still, it is more than that; it is about geography, geopolitics, geo- strategy, geo-economics and geo-culture; it is about the sea-based capacity of a state to determine or influence events, currents and developments both at sea and on land. -
Ruhnu Arengukava 2020-2030
Kinnitatud Ruhnu Vallavolikogu 31.01.2020 a. määrusega nr. 1 RUHNU VALLA ARENGUKAVA 2020 -2030 2020 SISUKORD 1. SISSEJUHATUS ....................................................................................................................... 4 3. RUHNU VISIOON 2030 .......................................................................................................... 5 4. VALLA JUHTIMISE PÕHIMÕTTED ..................................................................................... 5 5. STRATEEGILISED EESMÄRGID JA TEGEVUSED 2020-2030 .......................................... 6 6. SEOSED MAAKONDLIKU ARENGUSTRATEEGIA, SAARE LEADER STRATEEGIA JA RUHNU VALLA ÜLDPLANEERINGUGA ............................................................................ 13 6.1 Seosed Saare maakonna arengustrateegiaga ..................................................................... 13 6.2 Seosed MTÜ Saarte Koostöökogu arengustrateegiaga ..................................................... 13 6.3 Seos Ruhnu valla üldplaneeringuga .................................................................................. 15 7. ARENGUKAVA ELLUVIIMINE, JÄLGIMINE, MUUDATUSTE TEGEMINE ................ 15 8. RISKIJUHTIMINE .................................................................................................................. 15 külastajatega, sh välisriikidest. ........................................................................................................ 15 9. RUHNU SAARE OLUKORD JA KIRJELDUS .................................................................... -
The Võro Language in Education in Estonia
THE VÕRO LANGUAGE IN EDUCATION IN ESTONIA European Research Centre on Multilingualism and Language Learning VÕRO The Võro language in education in Estonia c/o Fryske Akademy Doelestrjitte 8 P.O. Box 54 NL-8900 AB Ljouwert/Leeuwarden The Netherlands T 0031 (0) 58 - 234 3027 W www.mercator-research.eu E [email protected] | Regional dossiers series | t ca r cum n n i- ual e : Available in this series: This document was published by the Mercator European Research Centre on Asturian; the Asturian language in education in Spain Multilingualism and Language Learning with financial support from the FryskeAkademy Basque; the Basque language in education in France (2nd) and (until 2007) the European Commission (DG: Culture and Education) and (from 2007 Basque; the Basque language in education in Spain (2nd) onwards) the Province of Fryslân and the municipality of Leeuwarden. Breton; the Breton language in education in France (2nd) Catalan; the Catalan language in education in France Catalan; the Catalan language in education in Spain Cornish; the Cornish language in education in the UK © Mercator European Research Centre on Multilingualism and Language Corsican; the Corsican language in education in France Learning, 2007 Croatian; the Croatian language in education in Austria Frisian; the Frisian language in education in the Netherlands (4th) ISSN: 1570 – 1239 Gaelic; the Gaelic language in education in the UK Galician; the Galician language in education in Spain The cover of this dossier changed with the reprint of 2008. German; the German language in education in Alsace, France (2nd) German; the German language in education in Belgium The contents of this publication may be reproduced in print, except for commercial pur- German; the German language in education in South Tyrol, Italy poses, provided that the extract is preceded by a full reference to the Mercator European Hungarian; the Hungarian language in education in Slovakia Research Centre on Multilingualism and Language Learning. -
Tallinna Linn. Hinnang Liiklusolukorrale Peale Haabersti Liiklussõlme Valmimist
2018 INSENERIBÜROO STRATUM Tallinna linn. Hinnang liiklusolukorrale peale Haabersti liiklussõlme valmimist Täiendatud 30.05.2018 Sisukord 1. Sissejuhatus ja töö lähteülesanne .......................................................................................... 2 2. Liiklusanalüüsi lähteandmed ja eeldused .............................................................................. 2 2.1 Võrdlusandmed eelnevast perioodist .............................................................................. 2 2.2 Liikluse prognoosimudel Tallinn 2018HR ......................................................................... 2 3. Ühistranspordiradade vajaduse hinnang ............................................................................... 3 3.1 Paldiski mnt suund linna. ................................................................................................. 3 3.2 Paldiski mnt suund linnast välja. ...................................................................................... 3 3.3 Rannamõisa tee suund linna. ........................................................................................... 3 3.4 Rannamõisa tee suund linnast välja. ................................................................................ 4 3.5 Ehitajate tee ..................................................................................................................... 4 4. Liikluse analüüs peale Haabersti liiklussõlme valmimist ........................................................ 5 4.1 Mõju - Paldiski mnt.......................................................................................................... -
History Education: the Case of Estonia
Mare Oja History Education: The Case of Estonia https://doi.org/10.22364/bahp-pes.1990-2004.09 History Education: The Case of Estonia Mare Oja Abstract. This paper presents an overview of changes in history teaching/learning in the general education system during the transition period from Soviet dictatorship to democracy in the renewed state of Estonia. The main dimensions revealed in this study are conception and content of Estonian history education, curriculum and syllabi development, new understanding of teaching and learning processes, and methods and assessment. Research is based on review of documents and media, content analysis of textbooks and other teaching aids as well as interviews with teachers and experts. The change in the curriculum and methodology of history education had some critical points due to a gap in the content of Soviet era textbooks and new programmes as well as due to a gap between teacher attitudes and levels of knowledge between Russian and Estonian schools. The central task of history education was to formulate the focus and objectives of teaching the subject and balance the historical knowledge, skills, values, and attitudes in the learning process. New values and methodical requirements were included in the general curriculum as well as in the syllabus of history education and in teacher professional development. Keywords: history education, history curriculum, methodology Introduction Changes in history teaching began with the Teachers’ Congress in 1987 when Estonia was still under Soviet rule. The movement towards democratic education emphasised national culture and Estonian ethnicity and increased freedom of choice for schools. In history studies, curriculum with alternative content and a special course of Estonian history was developed. -
Keeping the Cottage in the Family
Keeping the Cottage in the Family A country place is a symbol of relaxation, continuity in life, and family harmony. But when the topic of ownership succession is raised, that lovely spot can be transformed into a source of stress, uncertainty and family strife Anthony Layton MBA, CIM August 2017 Keeping the Cottage in the Family | 1 Letter from Anthony Layton Cottage succession, along with other estate planning issues, is among my professional specialties. After decades of helping families confront and solve the cottage-succession problem, I decided to put pen to paper and document this knowledge. The result is Keeping the Cottage in the Family, a detailed review of everything a cottage owner should consider when contemplating what happens when it’s time to pass on the property to the next generation. A succession plan can only be produced with the help of seasoned professionals who are familiar with the many pitfalls common to this challenge. I would like to thank Tom Burpee, Morris Jacobson and Matthew Elder for sharing their considerable expertise in the preparation of this article. Sincerely, Anthony Layton MBA, CIM CEO and Portfolio Manager, PWL Capital Inc. Table of Contents A responsibility as well as a privilege .................... 6 The taxman must be paid, one way or another.............................................................. 12 Get a head start .................................................... 7 Owning through a trust ........................................ 12 Planning closer to the event................................... 8 Share-ownership agreements .............................. 13 The capital gains tax problem ............................... 9 Use of a nature conservancy .............................. 14 Use the exemption, or pay the tax? ...................... 9 Conclusion .......................................................... 14 A couple with two residences ............................... -
Politics and Government in Baltic States
Introduction – Historical and cultural background Part II Lecturer: Tõnis Saarts Institute of Political Science and Public Administration Spring 2009 Baltic region in the 17th century • Despite Swedish and Polish rule, Baltic German nobility retained their privileges. • In the 15th century serfdom was introduced, in the 17- 18th century serfdom became even harsher (Elbe-line). • Positive influence of Swedish rule – education village schools literacy, Tartu University 1632. Oldest university in the region Vilnius University 1579 • After the 16th century main trade routes moved to Atlantic turning point for the CEE. The region began to lag behind from Western Europe. • 16th century heydays of Polish-Lithuanian Commonwealth. 17th century decline. • Declining of Tallinn and Riga as trade centres Swedish domain Russian conquest • Russian interest: Baltics as a window to Europe – trade and communication with Western Europe. • 1700-1721 Great Nordic War between Russia and Sweden. Peter The Great conquered all Swedish possessions (Estonia, Northern Latvia to Daugava +Riga; Latgale+Courland remained to Polish hands). • Nordic War as a big economic and social catastrophe plague, economic decline intensified even more. • “Special Baltic Order”: – Baltic German nobility retained its political power. – Russian Empire was not allowed to settle here immigrants – Should accepted protestantism and German cultural domination • 3 partitions of Poland (1772, 1792, 1795) - with third partition Russia got Courland+Lithuania. Russian Conquest 1721 Partition of Poland The region with a common destiny! • Only since the end of the 18th century we can speak about the Baltic region as a region what has a common destiny. • Before there was little common in the history of Lithuania and Estonia/Latvia! • Before the 18th century quite few contacts with Russian culture and Ortodox civilization. -
A4 8Lk Veskimetsa-Mustjõe Selts Infokiri 2020
VVEESSKKIIMMEETTSSAA--MMUUSSTTJJÕÕEE SSEELLTTSS 2 0 2 0 | I N F O K I R I N R 4 TEIE KÄES ON VESKIMETSA-MUSTJÕE SELTSI JÄRJEKORDNE INFOKIRI, MILLEGA TOOME ASUMI ELANIKENI INFOT SELTSI TEGEMISTEST JA UUDISEID ASUMIS TOIMUVA KOHTA 2020. aasta juunis täitus Veskimetsa-Mustjõe Seltsil neli aastat aktiivset tegutsemist. Hea meel on tõdeda, et selts on endiselt tegus ja seltsi kuuluvad aktiivseid liikmeid, kellel on entusiasmi ja motivatsiooni asumis kogukonda kokku tuua ja seista meie naabruskonna elukeskkonna eest. Seltsi esindajad on aktiivselt suhelnud ametkondade ja linnavalitsusega asumi heakorra ja liiklusohutuse teemadel. Veskimetsa-Mustjõe Selts, nagu palju teisedki asumiseltsid, on kujunenud Tallinna linnaplaneerimisel ja juhtimise usaldusväärseks partneriks, kelle arvamust küsitakse ning kel on võimalus edastada kohalikke muresid, ootusi ja ettepanekuid ametkondadesse. Veskimetsa-Mustjõe Selts on korraldanud alates 2016. aastast kogukonnale suunatud ühisüritusi, millest on saanud juba traditsioon: Talvekohvikupäev, "Teeme ära" talgud, Puhvetipäev ja Külapäev. Käesolev aasta on olnud igatepidi eriline ja teistmoodi. Kuna sel aastal jäi talv ära, ilmaolud olid kesised ja ettearvamatud, siis olime sunnitud talvekohvikupäevast sel aastal loobuma. Ootasime talgupäeva, ent viirusega seotud kriisiperiood tegi plaanidesse muudatuse. Traditsiooniliselt juuni lõpus toimuv Puhvetipäev oli välja kuulutatud, ent kuna oli teadmata, millised on selle hetke võimalused rahvarohket üritust korraldada, võttis selts vastu otsuse Puhvetipäev korraldada -
Tallinn City Guidebook
www.infinitewalks.com Click icon to follow 11 top things to do in Tallinn, Estonia Published Date : August 24, 2020 Categories : Estonia Estonia, a small country in Northern Europe borders the Baltic Sea, Russia, and Latvia. Estonia’s capital Tallinn is quite famous for it’s well preserved medieval old town and it’s cathedrals. There are many things to do in Tallinn and the city is similar to any other European city. Tallinn was in my itinerary as a part of four country cruise trip (Stockholm — Tallinn — St. Petersburg — Helsinki — Stockholm). Pm2am were the organizers and it was their inaugural cruise trip too. 11 things to do in Tallinn 1. Free walking tour To know any European city, take a walking tour, especially in the old town. The tour guide gives a brief overview of the history, architecture, how the city was affected during war times, and many more insights. They show you places that even google maps can’t locate. Tallinn offers many free walking tours like the one from traveller, freetour. You just need to be on time at the meeting point and they take care of the rest. I also did a free walking tour in Warsaw and Belgrade. www.infinitewalks.com Click icon to follow The tour typically lasts 2 – 2.5 hours depending on your group size. Don’t forget to tip the guide at the end. Travel Tip: Do the tour on your first day and ask the guide for the best local food, things to do in the city, nightlife. It allows you to plan the vacation more efficiently. -
Estonian Ministry of Education and Research
Estonian Ministry of Education and Research LANGUAGE EDUCATION POLICY PROFILE COUNTRY REPORT ESTONIA Tartu 2008 Estonian Ministry of Education and Research LANGUAGE EDUCATION POLICY PROFILE COUNTRY REPORT ESTONIA Estonian Ministry of Education and Research LANGUAGE EDUCATION POLICY PROFILE COUNTRY REPORT ESTONIA Tartu 2008 Authors: Language Education Policy Profile for Estonia (Country Report) has been prepared by the Committee established by directive no. 1010 of the Minister of Education and Research of 23 October 2007 with the following members: Made Kirtsi – Head of the School Education Unit of the Centre for Educational Programmes, Archimedes Foundation, Co-ordinator of the Committee and the Council of Europe Birute Klaas – Professor and Vice Rector, University of Tartu Irene Käosaar – Head of the Minorities Education Department, Ministry of Education and Research Kristi Mere – Co-ordinator of the Department of Language, National Examinations and Qualifications Centre Järvi Lipasti – Secretary for Cultural Affairs, Finnish Institute in Estonia Hele Pärn – Adviser to the Language Inspectorate Maie Soll – Adviser to the Language Policy Department, Ministry of Education and Research Anastassia Zabrodskaja – Research Fellow of the Department of Estonian Philology at Tallinn University Tõnu Tender – Adviser to the Language Policy Department of the Ministry of Education and Research, Chairman of the Committee Ülle Türk – Lecturer, University of Tartu, Member of the Testing Team of the Estonian Defence Forces Jüri Valge – Adviser, Language Policy Department of the Ministry of Education and Research Silvi Vare – Senior Research Fellow, Institute of the Estonian Language Reviewers: Martin Ehala – Professor, Tallinn University Urmas Sutrop – Director, Institute of the Estonian Language, Professor, University of Tartu Translated into English by Kristel Weidebaum, Luisa Translating Bureau Table of contents PART I. -
Rainer Vakra Teie: 27.05.2020 Nr F1-11.3/389-1 Tallinna Linnavolikogu
Rainer Vakra Teie: 27.05.2020 nr F1-11.3/389-1 Tallinna Linnavolikogu Meie: 29.06.2020 nr LV-1/1489 - 3 Vastus arupärimisele „Rohealade läbimurretest“ Lugupeetud Rainer Vakra Vastan 27.05.2020 esitatud arupärimises toodud küsimustele alljärgnevalt: 1. Kas Transpordiamet või mõni teine linnaamet planeerib uuringuid võimalike Merimetsa ja Harku raba läbimurrete rajamise kohta? Kui ei, siis millal ja kelle poolt otsustati need uuringud peatada? Kui jah, siis miks neid uuringuid tehakse? 2. Kui palju lähevad sellised uuringud maksumaksjale maksma? Kuna volikogu esimehe sõnul on ehitamine/mitte ehitamine juba otsustatud, miks ei suunata uuringutele planeeritud raha näiteks kõnniteede ehitusse? 3. Milliseid rohealade läbimurdeid Tallinna linn hetkel planeerib ja kavatseb ellu viia? 4. Kas te saate kinnitada, et Merimetsa ja Harku raba rohealasid ei hakata lõhkuma magistraalteede ega mistahes teedega? 5. Kas Tallinn vaatab üle ja muudab kõik planeeringud, mis näevad ette Harku metsa äärde magistraal- või muud sõiduteed autodele? Konkreetselt Merimetsa ja Harku raba möödasõiduteid puudutavaid uuringuid ei ole alustatud ning neid ei ole kavas Tallinna linnal ka tellida. Mõlema linnaosa koostatavate üldplaneeringute keskkonnamõjude hindamise aruanded (KSH) on hinnanud möödasõiduteede kavandamised tugeva negatiivse mõjuga looduskeskkonnale. Seetõttu on nii Põhja-Tallinna kui ka Nõmme linnaosa üldplaneeringus möödasõiduteedest läbi roheala loobutud. Merimetsa möödasõidutee osas selgitame, et koostatavas Põhja-Tallinna linnaosa üldplaneeringus on piirkonnale esitatud uus tänavavõrgu lahendus, mis toetub Põhja-Tallinna liikuvusuuringus (2014) esitatud alternatiivile. Tegemist on uue linnaosa tähtsusega põhitänavaga, mis võimaldab täiendava ühenduse loomist Paldiski mnt-ga ning leevendab Sõle tn – Paldiski mnt ristmiku koormust ning lisaks parandab vajalikku juurdepääsu külgnevatele arengualadele (Hipodroomi, Seewaldi, Lääne-Tallinna Keskhaigla territoorium). -
Ruhnu Arengukava 2020-2030
Kinnitatud Ruhnu Vallavolikogu ..................määrusega nr. ..... RUHNU VALLA ARENGUKAVA 2020 -2030 2020 SISUKORD 1. SISSEJUHATUS ....................................................................................................................... 4 3. RUHNU VISIOON 2030 .......................................................................................................... 5 4. VALLA JUHTIMISE PÕHIMÕTTED ..................................................................................... 5 5. STRATEEGILISED EESMÄRGID JA TEGEVUSED 2020-2030 .......................................... 6 6. SEOSED MAAKONDLIKU ARENGUSTRATEEGIA, SAARE LEADER STRATEEGIA JA RUHNU VALLA ÜLDPLANEERINGUGA ............................................................................ 13 6.1 Seosed Saare maakonna arengustrateegiaga ..................................................................... 13 6.2 Seosed MTÜ Saarte Koostöökogu arengustrateegiaga ..................................................... 13 6.3 Seos Ruhnu valla üldplaneeringuga .................................................................................. 15 7. ARENGUKAVA ELLUVIIMINE, JÄLGIMINE, MUUDATUSTE TEGEMINE ................ 15 8. RISKIJUHTIMINE .................................................................................................................. 15 külastajatega, sh välisriikidest. ........................................................................................................ 15 9. RUHNU SAARE OLUKORD JA KIRJELDUS ....................................................................